What are the scaffolding or conditions teachers need to provide that will support students' learning experiences when using technology for:
self-directed learning?
collaborative learning?
Let us get this going by looking at this research question:
In Singapore, the Third IT Masterplan by the Ministry of Education foregrounded Collaborative (COL) and Self Directed Learning (SDL) for Students as desirable learning outcomes for students by harnessing technology. You can see 3 documents from the “Resources” section:
- A webpage that articulates the meaning of Collaborative and Self-Directed learning for students.
- A webpage that spells out Conditions for Teachers to Create Collaborative and Self-Directed Learning for Students
- Webpages that describe Singapore MOE’s Third ICT Masterplan
For a start, that’s the perspective from Singapore for its local conditions and for what is valued for its students.
The notion of teachers being a key change agent in the process is aligned with the expansive view of teachers as orchestrators of learning in the classroom --- a challenge that Pierre Dillenbourg talked about in his keynote speech at CSCL 2009. For example, many research on COL have focused on understanding the processes of COL (cognitive, social or otherwise) but not many of these work have made their way to real classrooms. The teacher is a key change agent. How can we support teachers to use COL as a teaching or learning strategy in the classroom? Furthermore, under what conditions, are students likely to experience meaningful COL and SDL using technology?
To address the first research question, we can start some discussion by unpacking the notion of SDL and COL from your perspective. To bring international perspectives, you can share what aspects of SDL or COL would be emphasized when you think about the educational outcomes of students from your school district, region or country. In addition, are you aware of any successful cases of COL and SDL mediated by technology? From your perspectives, what make them effective and successful? Please share concrete examples (website links would be useful).
Chee Kit & Hyo-jeong
(Note: This is meta-communication:
So, is the idea that we write to this page, or do we write into the 'Discussion'? Having tried out how Discussion entries are displayed on the Page, it seems we ought use the Discussion section, primarily. Not sure what the function of the wiki page itself then is, though.
It seems to me we go best about this by posting main answers to the question through the Discussion and discuss the pros and cons there and use the wiki for sharing resources (? there's also a resource page) and conclusion (?) - preimann May 19, 2010preimann)
Thank you, Dr. Reimann for the first postings: ) Yes, the work flow as per your suggestion, let's start our writing into the 'Discussion' page first before we consolidate at the end of next week to the wiki. Please upload the reading materials/media at 'Resources' as well.- mengjoo May 20, 2010
It might be good to get the starting points represented here, so that one can take them as a springboard. This is from the ICT Connection resource:
What are some indicators of SDL?
We observe students to be self-directed in their learning when they display some of the following behaviours: Construct 1: Ownership of Learning
1. Student sets learning targets for himself/herself. Construct 2: Management and Monitoring of Own Learning
2. Student knows which parts of the lessons he/she does not understand.
3. Student asks questions when he/she is not sure about the lessons.
4. Student looks for more information to help him/her understand the lessons better.
5. Student makes a list of what he/she needs to do for his/her learning.
6. Student completes his/her schoolwork on time.
7. Student tries to understand where he/she went wrong in his/her schoolwork.
8. Student tries different ways to solve problems on his/her own.
Construct 3: Extension of Own Learning
9. Student uses what he/she learns in class after his/her lessons.
10. Student finds out more than what his/her teachers teach him/her in school.
11. Student uses the computer to
go online to ask people outside his/her school for ideas on his/her lessons;
become better at a skill that he/she is interested in e.g. learn a language; and/or
get ideas from different websites and people to learn more about a topic.
What are some indicators of CoL?
We observe students to be engaged in collaborative learning when they display some of the following behaviours:
Construct 1: Effective Group Processes
1. When a student works in a group,
he/she listens carefully to ideas from his/her group members;
he/she asks questions to better understand his/her group members’ ideas;
he/she shares ideas with his/her group members;
everyone agrees on what everyone must do;
everyone discusses how they will do the group work;
he/she completes the work that he/she needs to do;
he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to discuss with his/her group members on what needs to be done for their project;
he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to work with his/her group members to complete a project;
he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to gather information for their project from people outside his/her school; and/or
he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to share his/her thoughts with his/her group members on how they can work better together.
Construct 2: Individual and Group Accountability of Learning
2. When a student works in a group,
he/she tries to help his/her group members to complete the group’s work; and/or
he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to check if his/her group members have completed their work.
3. At the end of a project, the group discusses how well they have worked together and how they could have worked better together.
Let us get this going by looking at this research question:
In Singapore, the Third IT Masterplan by the Ministry of Education foregrounded Collaborative (COL) and Self Directed Learning (SDL) for Students as desirable learning outcomes for students by harnessing technology. You can see 3 documents from the “Resources” section:
- A webpage that articulates the meaning of Collaborative and Self-Directed learning for students.
- A webpage that spells out Conditions for Teachers to Create Collaborative and Self-Directed Learning for Students
- Webpages that describe Singapore MOE’s Third ICT Masterplan
For a start, that’s the perspective from Singapore for its local conditions and for what is valued for its students.
The notion of teachers being a key change agent in the process is aligned with the expansive view of teachers as orchestrators of learning in the classroom --- a challenge that Pierre Dillenbourg talked about in his keynote speech at CSCL 2009. For example, many research on COL have focused on understanding the processes of COL (cognitive, social or otherwise) but not many of these work have made their way to real classrooms. The teacher is a key change agent. How can we support teachers to use COL as a teaching or learning strategy in the classroom? Furthermore, under what conditions, are students likely to experience meaningful COL and SDL using technology?
To address the first research question, we can start some discussion by unpacking the notion of SDL and COL from your perspective. To bring international perspectives, you can share what aspects of SDL or COL would be emphasized when you think about the educational outcomes of students from your school district, region or country. In addition, are you aware of any successful cases of COL and SDL mediated by technology? From your perspectives, what make them effective and successful? Please share concrete examples (website links would be useful).
Chee Kit & Hyo-jeong
(Note: This is meta-communication:
So, is the idea that we write to this page, or do we write into the 'Discussion'? Having tried out how Discussion entries are displayed on the Page, it seems we ought use the Discussion section, primarily. Not sure what the function of the wiki page itself then is, though.
It seems to me we go best about this by posting main answers to the question through the Discussion and discuss the pros and cons there and use the wiki for sharing resources (? there's also a resource page) and conclusion (?)
-
Thank you, Dr. Reimann for the first postings: ) Yes, the work flow as per your suggestion, let's start our writing into the 'Discussion' page first before we consolidate at the end of next week to the wiki. Please upload the reading materials/media at 'Resources' as well.-
It might be good to get the starting points represented here, so that one can take them as a springboard. This is from the ICT Connection resource:
What are some indicators of SDL?
We observe students to be self-directed in their learning when they display some of the following behaviours:Construct 1: Ownership of Learning
1. Student sets learning targets for himself/herself.
Construct 2: Management and Monitoring of Own Learning
2. Student knows which parts of the lessons he/she does not understand.
3. Student asks questions when he/she is not sure about the lessons.
4. Student looks for more information to help him/her understand the lessons better.
5. Student makes a list of what he/she needs to do for his/her learning.
6. Student completes his/her schoolwork on time.
7. Student tries to understand where he/she went wrong in his/her schoolwork.
8. Student tries different ways to solve problems on his/her own.
Construct 3: Extension of Own Learning
9. Student uses what he/she learns in class after his/her lessons.
10. Student finds out more than what his/her teachers teach him/her in school.
11. Student uses the computer to
What are some indicators of CoL?
We observe students to be engaged in collaborative learning when they display some of the following behaviours:Construct 1: Effective Group Processes
1. When a student works in a group,
- he/she listens carefully to ideas from his/her group members;
- he/she asks questions to better understand his/her group members’ ideas;
- he/she shares ideas with his/her group members;
- everyone agrees on what everyone must do;
- everyone discusses how they will do the group work;
- he/she completes the work that he/she needs to do;
- he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to discuss with his/her group members on what needs to be done for their project;
- he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to work with his/her group members to complete a project;
- he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to gather information for their project from people outside his/her school; and/or
- he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to share his/her thoughts with his/her group members on how they can work better together.
Construct 2: Individual and Group Accountability of Learning2. When a student works in a group,
- he/she tries to help his/her group members to complete the group’s work; and/or
- he/she uses computing tools (e.g. discussion forums, MSN Messenger, wikis) to check if his/her group members have completed their work.
3. At the end of a project, the group discusses how well they have worked together and how they could have worked better together.-